예비교사의 교직 적·인성 검사 운영 실태 분석

초록

The purpose of this study is to analyze the current operational status of the Aptitude and Personality Test for Prospective Teachers (APTPT) implemented by teacher training institutions, identify problems, and propose improvement plans. To this end, we developed a fact-finding survey tool based on prior research, and the survey was conducted nationwide, targeting teacher training institutions via the Ministry of Education (MOE). Ultimately, 81 teacher training institutions participated in the survey. The collected data were analyzed using SPSS statistical software to calculate frequency distributions, means, and standard deviations for each survey item. The analysis results are as follows. First, over 60% of teacher training institutions utilized the MOE's 'Standardized Teacher Aptitude and Personality Test' as a testing tool, and the proportion of multiple-choice questions in the first and second rounds was 96.3% and 96.2%, respectively. Second, the proportion of applicants who were disqualified in the first round (based on the maximum value) compared to the total number of applicants for the 2022 school year was calculated to be 5.9%. The proportion of applicants who were disqualified in the second round (based on the maximum value) was calculated to be 4.3%. Third, teacher training institutions were taking a high proportion of follow-up measures for prospective teachers who were unqualified, including re-examinations, counseling, and reading programs. Fourth, we found that the clarity of the specific grounds for follow-up measures in disqualification at each teacher training institution was only 35.8%. Based on these findings, this study suggested improvements to the current APTPT method, focusing on multiple-choice written tests, the development and dissemination of qualitative evaluation tools led by the MOE, and the implementation of customized follow-up measures for those who are unqualified.

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